Social, Emotional, Learning (SEL)

Social emotional learning is a controversial topic that seems to be in the headlines all the time.  When I’ve asked several of my daughter’s teachers about this topic, they all have politely addressed the question in non-descript ways.  Her report cards have categories for: Be Ready; Be Respectful; and Be Responsible.  Although these categories have a note stating, “not for grading” each one comes with a grade next to it.  I can only assume this is part of the SEL program/process.

The Minnesota Department of Education defines SEL on their website as: Social emotional learning (SEL) is broadly understood as a process through which people build awareness and skills in managing emotions, setting goals, establishing relationships, and making responsible decisions that support their success in school and in life.  SEL develops cognitive social competencies, such as self-awareness, self-management and social awareness, according to the Collaborative for Academic, Social and Emotional Learning (CASEL). Developing such competencies in students fosters positive social skills, reduces conduct problems, diminishes emotional stress, and improves academic performance.

The fourteen-page Minnesota Department of Education’s Strategic Plan identifies social emotional learning no less than 10 times.  Proving SEL is embedded in the school curriculum.  Academic focus is shifting away from knowledge and achieving proficiency in basic skills, and moving towards a focus on student attributes, mindsets, values, and behaviors.

I am concerned SEL is a contributing factor to our district’s 56 place drop in the state rankings over the past 19 years.  When elected to the school board, I will be asking tough questions about how and why SEL has been implemented into our curriculum and request we evaluate the value of SEL in the education of our students.